A picture is worth a thousand words: Integrating sequential narratives into an English language learner's curriculum

Abstract

The following thesis aims to explore the subject of using comics in the classroom, particularly with English Language Learner (ELL) students. Do the images, vocabulary, and contextual cues found within comics and graphic novels positively affect language comprehension and writing skills of ELL students when these texts are integrated into a tailored curriculum? Within my research I have composed an extensive literature review comprised of two major sections. The first section aims to highlight the use of comics to assist struggling readers, again focusing on ELL students. The second section compiles a list of comics and graphic novels I reviewed to have a better understanding of which genres of comics can help ELL students, and evaluate what grade levels these comics are appropriate for. Lastly, I highlighted cultural and socioeconomic factors that define and challenge ELL students and illustrate how these factors connect to comic book and graphic novel pedagogy. ^

Subject Area

Education, English as a Second Language|Education, Teacher Training|Multimedia Communications